The article discusses the detrimental effects of the under-representation of women in STEM on society, including economic inequality and a reduction in scientific knowledge production. Martinot et al. present compelling research based on data from 2.6 million children in France, showing that the gender gap in mathematics starts during the first year of school, rather than manifesting earlier. Identifying when these gaps appear is crucial, as it offers insights for education policy aimed at mitigating these issues.
Understanding when gender gaps in mathematics emerge is critical for intervention. Martinot et al. emphasize that these gaps are noticeable starting in the first year of school.
The authors provide compelling evidence that early childhood differences in mathematical ability are negligible, making it imperative to explore what changes during the initial school years.
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